Design Discourse - Composing and Revising Programs in Professional and Technical Writing, 2010a

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Griswold Unfortunately, we were not awarded an implementation grant. My follow-up inquiries confirmed what I suspected were the reasons: our proposal was not a bad one, but competition was extremely fierce for less funding than had been expected. As a result, very few institutions received the second level of grant funding. But that wasn’t quite the end of the PTW master’s degree concept. I eventually had to report to my Dean that we didn’t get implementation funding, but she was still enthusiastic and encouraged me (as did several other senior faculty) to pursue the idea. It was also hinted that on-campus funding might be available to provide some support. At any case I was congratulated for what I had accomplished so far. Excited, I shared this information with the English Department Chair. She also congratulated me on what I had done and urged me not to fret about not getting the second proposal. However, she surprised me by expressing a strong disinclination that I continue with the project. Below are the points she raised. At our institution at least, it seemed that getting a grant proposal funded and carrying out its terms is an activity that falls into an indeterminate grey area for the purposes of retention, tenure, and promotion, the trinity of work that no assistant professor can afford to ignore. Is writing a funded proposal equal to a publication? To publication in a juried journal? Or is it just service? In the case of someone like me, who teaches upper-division seminars devoted to things like proposal writing, does it count as teaching development? Regardless of the category writing a successful grant proposal falls into, and using the parlance of my institution, another important question was did such work meet “essential” or merely “enhancing.” The written policies offered little clarity. While the Retention, Tenure, and Promotion policy documents of the College of Liberal Arts hinted that funded proposals could be considered “essential” items of scholarly research, our department policies pretty clearly categorize them as “enhancing” (i.e., “lesser”). Though I had done well in my three-year retention review, it was clear that there would be some doubt as to whether all this grant seeking was to count for much in another couple of years when I was up for tenure and promotion. My Chair, rightly so, was concerned that continuing with the PTW master’s degree would get in the way of my publishing scholarly work. The former endeavor was something of a crapshoot concerning how it would contribute to my six-year review; the latter was certain to be seen at “essential.” As a result then, of its nebulous scholarly status, I was strongly advised to shelve the PTW master’s idea for the time being. To return to the detective metaphor raised at the outset of this article, I was taken off the case. 52
Composing a Proposal The proposal outlining the option in professional and technical writing for our current master’s program remains on my office computer and archived on my back-up flash-drive. I’ve shown a printed copy to a few of my newly tenured colleagues and halfheartedly suggested they begin shepherding it through our department and college curriculum process—lest the momentum gained for the idea is lost during the next three years. So far, no one has taken up the offer. appendix a: the original rfp Council of Graduate Schools Professional Master’s Program in the Social Sciences and Humanities Request for Proposal July 28, 2003 The Council of Graduate Schools [CSG] invites proposals for planning grants to support the needs assessment and development of professional master’s degree programs in the social science and humanities fields (PSSHM). Professional master’s degree programs prepare graduates for non-academic employment that serves local or regional workforce needs rather than for doctoral study. For the past two years, CGS has supported the development of professional master’s programs in science and mathematics fields (see www.sciencemasters.com). With support from the Ford Foundation, CGS recently conducted a survey of master’s education in the social sciences that generated interest among social science and humanities disciplinary societies for a collaborative research and demonstration project that assesses the need for and promising models of professional master’s programs. The CGS/Ford program will provide grants to CGS members to participate in this initiative. Eligibility All CGS member institutions that meet the following criteria are eligible to participate in this program: • The institution must have a track record of admitting students to master’s degree programs in the general disciplines specified for the project, rather than offering master’s degrees only to students admitted to doctoral programs, but who do not complete the doctoral degree. • The institution and participating departments must have adopted strategic goals that are consistent with developing PSSHM programs that respond to non-academic employment needs. Letters of endorsement from department chairs and administrative officials (including the graduate dean and chief academic officer) 53
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DESIGN DISCOURSE Composing and Revi
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PERSPECTIVES ON WRITING Series Edit
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The WAC Clearinghouse, Fort Collins
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Contents Preface ix Composing 3 1 T
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Preface David Franke This book grew
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Preface ments. The results were str
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Preface nities. My own essay studie
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Preface omy” that has gone “off
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Page 23 and 24: 1 The Great Instauration: Restoring
Page 25 and 26: The Great Instauration Updated and
Page 27 and 28: The Great Instauration 5. Action Co
Page 29 and 30: The Great Instauration • Always t
Page 31 and 32: The Great Instauration • Use case
Page 33 and 34: The Great Instauration “The proce
Page 35: The Great Instauration works cited
Page 38 and 39: Knievel, Belanger, Keeney, Couch, a
Page 60 and 61: Griswold orientation meetings as ne
Page 62 and 63: Griswold So at this point I had two
Page 64 and 65: Griswold All the while I am hoping
Page 66 and 67: Griswold anyone whose primary acade
Page 68 and 69: Griswold pendix A). I dang well wan
Page 72 and 73: Griswold can be appended as evidenc
Page 74 and 75: Griswold Oct.-Nov. 2003: Evaluation
Page 76 and 77: Griswold such a program would confe
Page 78 and 79: Griswold have been hired with exper
Page 81 and 82: 4 Disciplinary Identities: Professi
Page 83 and 84: Disciplinary Identities fessional w
Page 85 and 86: Disciplinary Identities courses, th
Page 87 and 88: Disciplinary Identities been genera
Page 89 and 90: Disciplinary Identities sites for e
Page 91 and 92: Disciplinary Identities ing others.
Page 93 and 94: Disciplinary Identities responsibil
Page 95 and 96: Disciplinary Identities well-known
Page 97 and 98: Disciplinary Identities uncritical,
Page 99 and 100: Disciplinary Identities departments
Page 101 and 102: Disciplinary Identities has never,
Page 103 and 104: Disciplinary Identities 2. Separate
Page 105: evising
Page 108 and 109: Ashe and Reilly question impressed
Page 110 and 111: Ashe and Reilly humanities. In addi
Page 112 and 113: Ashe and Reilly developing academic
Page 114 and 115: Ashe and Reilly administrators may
Page 116 and 117: Ashe and Reilly porate aspects of P
Page 118 and 119: Ashe and Reilly requirements in the
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Ashe and Reilly developing a system
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Ashe and Reilly to reduce congestio
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Ashe and Reilly diverse student pop
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Ashe and Reilly most onlookers, is
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Ashe and Reilly Andrews, Deborah C.
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6 Curriculum, Genre and Resistance:
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Curriculum, Genre and Resistance si
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Curriculum, Genre and Resistance bu
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Curriculum, Genre and Resistance a
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Curriculum, Genre and Resistance in
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Curriculum, Genre and Resistance co
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Curriculum, Genre and Resistance We
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Curriculum, Genre and Resistance ma
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Curriculum, Genre and Resistance an
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7 Composing and Revising the Profes
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Composing and Revising two years th
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Composing and Revising I saw the pr
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Composing and Revising we’ve work
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Composing and Revising their lives
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Composing and Revising the solely p
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Composing and Revising his request.
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Composing and Revising appendix a m
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Composing and Revising appendix b m
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Composing and Revising appendix c m
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minors, certificates, engineering
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Nugent certificate programs are pot
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Nugent and it simultaneously—not
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Nugent For each of the sixty-two ce
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Nugent nally, over a third of progr
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Nugent Management Project Managemen
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Nugent • 38% of respondents (10)
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Nugent theory addresses this concer
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Nugent invaluable theoretical model
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Nugent Savage, Gerald J. “The Pro
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Kungl and Hathaway edge, judgment,
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Kungl and Hathaway ideas. That facu
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Kungl and Hathaway minor. To insure
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Kungl and Hathaway we found both we
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Kungl and Hathaway amount of math a
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Kungl and Hathaway We outlined four
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Kungl and Hathaway classes. The uni
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Kungl and Hathaway • starting fif
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10 Reinventing Audience through Dis
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Reinventing Audience through Distan
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Parker accreditation board. And thi
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Parker So, all in all, the effort t
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Parker T- Test • Evaluating the W
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Parker figure 2: the collaborative
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Parker place. It nonetheless provid
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Parker Canadian scholars focus on a
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Parker Duin, A.H. “Computer-Suppo
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Parker Trzyna, T. & Batschelet, M.W
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Ballentine engineering schools and
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Ballentine engineers outside of the
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Ballentine However, as student grou
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Ballentine want to know more about
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Ballentine Client Letter The letter
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Ballentine and implementation. Natu
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Ballentine Most English departments
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Ballentine Regardless of these indu
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Ballentine unique attributes. Regar
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Ballentine 25 Florman, Samel C. The
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futures
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Di Renzo Greater Expectations: A Ne
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Di Renzo for that site, decisions w
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Di Renzo ultimately is impossible (
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Di Renzo Great Society. In the resu
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Di Renzo and screaming, from the cl
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14 The Write Brain: Professional Wr
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The Write Brain foundation of our k
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The Write Brain of media and the id
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The Write Brain tween design and fu
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The Write Brain most interesting ap
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The Write Brain that one can chart
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The Write Brain the faculty develop
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The Write Brain uses for new techno
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The Write Brain it is affirmed by s
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The Write Brain com) is an example
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post-scripts by veteran program des
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Dubinsky I wish I could promise tha
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Dubinsky sional writing, unlike man
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Dubinsky During conversations with
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Dubinsky to use for support, we the
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Dubinsky The funding enabled us to
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Dubinsky educational leadership / o
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Dubinsky periential learning. I arg
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Dubinsky currency. Service-learning
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Dubinsky notes 1 In 1998, the depar
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Dubinsky Norstedt, Johann, and Joyc
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Lipson My goal here is not to recom
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Lipson faculty having scholarly int
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Lipson It is important to note, how
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Lipson tenure-track faculty to crea
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Lipson and in more recent years of
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Lipson toral-student cadres. One ha
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Lipson ways. In the first instance,
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Lipson that it would be less expens
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Lipson time to time. My sense is th
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Biographical Notes Diana L. Ashe is
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Biographical Notes 1989 he has taug
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Biographical Notes Anne Parker, PhD
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DESIGN DISCOURSE Design Discourse:
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